Unit 10 Vive le sport! (Our sporting lives)
Language
Unit 10 Vive le sport! (Our sporting lives)
Core language
Qu’est-ce que tu fais (lundi)?
What are you doing / do you
do (on Monday)?
Je joue au tennis / au
cricket / au basket
I play tennis/cricket/basketball
Je fais du vélo / du skate / de
la danse / de la natation
I ride my bike/skateboard/
dance/swim
zéro
zero
le jus d’orange
orange juice
le yaourt
yoghurt
le poisson
fish
une pomme
an apple
les carottes
carrots
le chocolat
chocolate
le coca
coca-cola
les pommes frites
chips
les bonbons
sweets
Oui, c’est bon pour la santé
Yes, it’s good for your health
About the unit
In this unit children learn the names for some sports. They learn the names of some food and drinks associated with healthy
and unhealthy lifestyles. They revise the days of the week and learn to say what activities they do on particular days.
Where the unit fits in
Children have already learnt some words for sports (Unit 3). They can apply their knowledge of the days of the week (Unit 7) to
work on a diary of activities. They have opportunities to add to the range of healthy foods learnt previously (Units 5 and 6).
Prior learning
New language
Resources
It is helpful if children already know:
• some sports and activities
• some items of food
• the days of the week
• how to perform a role-play with
a partner.
• Making simple statements (about
activities and diet)
• Questions with Qu’est-ce que …?
• faire: je fais, tu fais
• jouer au (+ sport)
• faire du/de la (+ sport)
• Phonic focus: on/om compared with
onn/omm
• Images of sports
• Word flashcards for sports (with
picture symbols)
• Picture of a famous sportsperson
• Picture flashcards of food and drink
• Word cards of food and drink
• Paper plates
• Role-play grids
• Word banks
• Materials for making posters
Non, c’est mauvais pour la santé No, it’s bad for your health
Additional language for teachers
Links with other subjects
Jouez
Play (polite / as an instruction)
Primary framework for literacy: use knowledge of phonics, morphology and etymology to spell new and unfamiliar words
Mangez
Eat (polite / as an instruction)
Buvez
Drink (polite / as an instruction)
Science: know about the need for food for activity and growth, and about the importance of an adequate and varied diet
for health
un agenda
a diary
Citizenship: know what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental
health, and how to make informed choices
Art and design: use a variety of methods and approaches to communicate observations, ideas and feelings, and to design and
make images and artefacts
Qu’est-ce que tu fais pour
rester en forme?
What do you do to keep fit?
Geography: use maps at a range of scales
Expectations
At the end of this unit
Ref: QCA/07/3087
© Qualifications and Curriculum Authority 2007
most children will:
say some sports that contribute to a healthy lifestyle; make a weekly record of
sporting activities; understand related written information; know the names of
some food and drinks
some children will not have made so
much progress and will:
respond with an action to prompts about sporting activities; listen and respond to
the names of food and drinks; copy or label single words or short phrases
some children will have progressed
further and will:
express spontaneous opinions about sporting activities, food and drinks; make a
weekly record of sporting activities from memory; research new vocabulary using
a bilingual dictionary and apply it accurately in their writing
Unit 10 Vive le sport! (Our sporting lives)
Learning objectives
Possible teaching activities
Children should learn
Learning outcomes
Points to note
Children
Section 1. Talking about sports
• to listen for specific words and phrases
(O4.2)
• to read and understand a range of
familiar written phrases (L4.1)
• to use mental associations to help
remember words (LLS)
• Use images from magazines, newspapers or from the internet to revise je joue au
football and to introduce je joue au tennis/cricket/basket.
• Introduce other sports in the same way: je fais du vélo / du skate / de la danse / de la natation.
• Model actions for the sports and say the phrases. Children repeat and copy the actions.
• Say the word or phrase for the sports and invite children to complete the action.
• Play Jacques a dit.
• Show word flashcards for the sports as you say them. Children repeat.
• Discuss what the children notice about the written forms. Are there any similarities with
English or other languages that could help them remember?
• Ask children to come to the board and place the appropriate written expression next to
the image from the first activity. This can be done as a team game.
• Divide the class into groups. Give each group a sport for which they must make a
tableau. Each child has to be involved. Give the class a countdown in French of the
numbers 10 to zero. On zéro each group ‘freezes’ their tableau.
• Extension: Children look up other sports in a bilingual dictionary and make a word bank.
• understand the phrases for different
sports in French
• recognise some of these phrases in
written form
• When introducing sports, it is a good idea to teach the phrases that use faire separately
from those with jouer.
• Use props to introduce the sports, such as a cycle helmet, football, etc.
• Add picture symbols of sports to the word flashcards, to support less confident readers.
The interactive whiteboard may be used to present the language and play team games.
• Set the rules for the team game so that children lose a point for shouting out.
• Follow-up: Throughout the week, practise the new language by playing miming games
and Jacques a dit.
• Follow-up: Do the actions as a warm-up or warm-down activity in PE. They can also be
done as a short ‘brainbreak’ between other curriculum activities.
• Revise the sports and actions from the last session.
• Display a picture of a famous sportsperson on the board. Discuss how this person
stays healthy.
• Introduce a range of healthy and unhealthy food and drink with picture flashcards and/or
real or plastic food items: une pomme, le poisson, le coca, le chocolat, le jus d’orange,
le yaourt, les carottes, les pommes frites, les bonbons. With these nine items, make a
Noughts and Crosses grid.
• Ask the children to listen for words containing the sound on, which can then be added
to the word bank. Ask them to listen to the word pomme very carefully. Is it the same
sound? Show and read aloud the words pomme, gomme, poisson, bonbons, bon
and bonne. Can the pupils hear the difference? Challenge them to create a rule to
explain this.
• Provide prompts to help children remember the words. These could be stick pictures,
sketches or word associations. Children suggest other prompts that are useful for them.
• Use the prompts to see how well children remember the words. Discuss how these
prompts helped them.
• Explain that they are going to decide whether the food and drinks are healthy or
unhealthy with Oui, c’est bon or Non, c’est mauvais.
• Children discuss in English with their talk partners whether the sportsperson mentioned
earlier would regularly eat this food or drink these drinks. Read the list of food and
drinks and ask C’est bon? or C’est mauvais?
• Children respond with thumbs up / thumbs down and/or echo the phrases.
• Extension: Children read authentic French menus and see how many foods and drinks
they recognise. What strategies did they use to do this?
• remember the names of some sports
• name some food and drinks
• talk about how they remember words
and phrases
• Use games and flashcard activities suggested in earlier units to consolidate this new
language.
• Follow-up: Throughout the week, revise the words using only the visual prompt to see
how much children are able to remember.
• Link with literacy work: The seventh activity links to literacy work in year 3, where children
are taught to develop ideas through talk and explain or give reasons for their views
or choices.
• Follow-up: Investigate different aspects of healthy lifestyles and discuss during circle
time or PSHCE.
• The French words for vegetables taught in Unit 6 can be integrated into this unit.
Section 2. Healthy eating
• to use physical response to show
recognition and understanding of
specific words and phrases (O4.2)
• to memorise and present a short
spoken text (O4.1)
• to read and understand a range of
familiar written phrases (L4.1)
• to use mental association to help
remember words (LLS)
Continued over
Unit 10 Vive le sport! (Our sporting lives)
Learning objectives
Possible teaching activities
Children should learn
Learning outcomes
Points to note
Children
Section 3. More healthy eating
• to read and understand a range of
familiar written phrases (L4.1)
• to listen for sounds, rhyme and rhythm
(L4.3)
• Explain that you are going to give some instructions to a sportsperson. Ask children to
act out the verbs, eg jouez au football, mangez une pomme, buvez le jus d’orange.
• Repeat but add in some unhealthy food and drinks. In response, children wag their
fingers, look sternly at you and say Non, c’est mauvais.
• Display the picture flashcards of food and drink. Read out a word card for each one.
Ask children to come and stick these next to the correct picture.
• Select one word card, read it aloud and give children two minutes to look at it. Cover it
up and ask children to work in pairs and rewrite it from memory on a mini-whiteboard.
Repeat with other words.
• Play Morpion (Noughts and Crosses). Divide the class into two teams. Show a grid with
nine pictures of food and drink. To win a square, children must match the correct word
card to the picture. If using the interactive whiteboard, ask the children to suggest which
words should go in the grid. Have pictures from Unit 6 available on a different screen.
If children can remember the words, drag them into the Morpion grid. This is a simple
way for you to encourage children to retrieve words from different contexts and also a
way of assessing which words they know less well.
• Play Loto (Bingo). Children draw a grid with six pictures of food and drink. Show the
word cards one by one, without saying the words. Children read and cross off matching
pictures on their grid.
• Create a table on the board with the headings Bon pour la santé and Mauvais pour la
santé. Individual children come out and place picture flashcards in the right column.
Repeat with the word cards.
• Give children paper plates and ask them to create a healthy meal by drawing in at least
four healthy foods. They label these in French. The plates can form part of a healthy
eating display.
• read and recognise the names of
some food and drink
• spell some words for food and drink
• say whether they think something is
healthy or unhealthy
• Pronunciation point: In jus d’orange the s is silent.
• Children can practise writing words in the air, on mini-whiteboards or in sand.
• Follow-up: Throughout the week, play Le Pendu (Hangman) to practise spelling
vocabulary for food and drink. Children can say the letters in English and you repeat
them in French.
• Follow-up: Make anagrams of the words for food and drinks.
• Follow-up: Look at a food pyramid and discuss which foods we need for growth
and activity.
• An example of some similar work in which children learn about healthy and unhealthy
food and drinks in French can be seen in the CILT ELL Early Language Learning DVD
(Excerpts, Film 1, H7).
• To increase the level of challenge with a game of Noughts and Crosses, ask the children
to identify the coordinate of the square and to make a comment on the nature of the
food or drink, eg C2, les pommes, c’est bon. For further challenge, make a grid
containing a mixture of activities and foods. To get the point, children will need to say
a full sentence, eg Jouez au football, c’est bon.
• Display on the interactive whiteboard or flipchart a page from a week’s diary:
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
• Revise the days of the week by playing Sur mes Lèvres (Read my Lips). Mouth the words
for children to guess. Children take the lead in the next round. Chant the days as a class
using different voices.
• Add pictures from the first session to the diary, saying Lundi, je joue au football. Mardi,
je joue au tennis, etc.
• Say the days of the week in order. Children mime the action and say the appropriate
sentence. Repeat, with the days in random order.
• Ask children to make a similar diary page or give them a template. Read aloud another
‘diary’ and children sketch the activity against the appropriate day. They compare their
diary pages in pairs and feed back.
• Extension: Ask the question Qu’est-ce que tu fais lundi? (What are you doing on
Monday?) to elicit responses about their diary.
• say the days of the week
• understand the layout of a French
diary
• listen to and understand the content
of a diary when read aloud
• Follow-up: The class draw up their own diary for the week, showing who does which
activities after school. If the school has a French-speaking partner school, this can be sent
to them.
• Follow-up: Throughout the week, sing the days of the week to the theme tune of
‘The Flintstones’.
• Follow-up: Children set up a rota of playground games for each day, with the days written
in French.
Section 4. Diary of activities
• to listen for specific words and phrases
(O4.2)
• to ask and answer questions on
several topics (O4.4)
• to read some familiar words and
phrases aloud and pronounce them
accurately (L4.3)
• to recognise that texts in different
languages will often have the same
conventions of style and layout (KAL)
Continued over
Unit 10 Vive le sport! (Our sporting lives)
Learning objectives
Possible teaching activities
Children should learn
Learning outcomes
Points to note
Children
Section 5. Comparing activities with a friend
• to listen for specific words and phrases
(O4.2)
• to ask and answer questions on
several topics (O4.4)
• to write simple words and phrases
using a model and some words from
memory (L4.4)
• about some aspects of everyday life
and compare them with their own
(IU4.2)
• to recognise that texts in different
languages will often have the same
conventions of style and layout (KAL)
• Revise the days of the week by playing Sur mes Lèvres (Read my Lips).
• Play Ping-Pong with the days of the week, eg you say lundi and children say mardi, etc.
• Revise sports phrases with actions as a prompt. Play Charades, where one child does the
action and the class guess the phrase.
• Display the diary from the previous session. Introduce the question Qu’est-ce que tu fais
lundi? Ask children to guess what this means. Model the answer with actions, eg Lundi,
je joue au football. Use the interactive whiteboard or presentation software to model
sentences, using hyperlinks from each question to show a list of possible answers.
Children could copy onto a mini-whiteboard the answers they prefer in order to build
their own role-play.
• Practise as a whole class, chanting the question and answers together.
• Invite individual children to ask and answer the question. The class comment
constructively on children’s use of language and give feedback.
• Children work in pairs using role-play grids. Partner A asks, for example, Qu’est-ce que
tu fais mardi? Partner B answers, for example, Mardi, je joue au cricket. Children may use
actions to accompany their answer.
• Extension: Children make up their own role-play grids to practise with a partner.
• Some children will use single words to ask the question, eg Lundi? and give single-word
answers, eg Basket.
• Play Pass the Phrase. Organise children into teams of six. The teams stand in lines.
Whisper a different sports phrase to player one in each team. On the signal un, deux,
trois, player one whispers the phrase to player two. This is then passed from player to
player along the line. When the last player receives the phrase, the team sits down. When
all the teams are sitting down, ask player six from each team to say their phrase aloud.
• Children write a sentence for every day of the week using their speaking grids and a
word bank for support, eg Lundi, je fais du skate.
• Watch DVD clips of children in France enjoying participating in and watching sports.
• Extension: Compare popular sports in Britain and France. Are there any sports that are
particular to France or other francophone countries, eg la pétanque, le Tour de France?
• If the necessary equipment is available, children can play pétanque.
• answer when asked which sports they
take part in
• say on which day of the week they do
a sport
• write a simple sentence using a model
for support
• Role-play grids are a useful way of stimulating conversation between children in pairs.
Each child has a different set of information and keeps their sheet secret from their partner.
This offers the opportunity for genuine dialogue and this type of activity is sometimes
called an ‘information gap’.
• In this session, the two partners will each have a copy of the diary template but with
different pictures or symbols to denote their activities.
• Follow-up: Throughout the week, display large word cards, eg je/joue/fais/au/du/vélo/
football/cricket + days of the week.
• Follow-up: Develop children’s understanding of why exercise is good for health.
Investigations into the effect exercise has on the pulse rate can include counting
in French.
• Rules for la pétanque:
Equipment:
– three steel bowls (boules) per player
– one wooden jack (le cochonnet) per game.
Game:
You can play singles, doubles or with three players on each team. The aim of the game
is to throw your bowls so that they land as close as possible to the wooden jack, which
is thrown at the beginning of every new game. The team with the closest bowl wins.
• Use a French internet search engine to find images of la pétanque to show the class.
• If you have a partner school, swap information on the types of sport the children enjoy.
• Use a French internet search engine to find footage of Le Tour de France. Trace the route
followed by the competitors.
• Explain to the class that they will be sharing what they have learnt about healthy
lifestyles in French. This will be in the form of posters to be displayed around the school.
• Children work in groups to design a poster on healthy eating, sports or both, using the
language that they have learnt so far. Some children can contribute by labelling pictures
of food and drink with single words, whereas others will be able to write longer phrases.
• Some children will need a word bank to help them.
• Extension: Some children can express opinions about food, drink and sporting activities.
They can justify these.
• write simple words and phrases using
a model and some words from
memory
• design an effective poster to
communicate how to lead a
healthy lifestyle
• Follow-up: Throughout the week, revisit language from the unit with flashcards, games
and songs.
• Link with literacy work: The extension activity links to offering reasons and evidence for
their views, which they experience in literacy from year 4 onwards.
• design an effective poster to
communicate how to lead a
healthy lifestyle
• This may be an electronic presentation, so that children can practise presentation skills
and use picture stimuli to produce full sentences.
• Follow-up: The class create an assembly on healthy lifestyles and include some of the
French that they have learnt.
• The website Global Gateway provides opportunities for finding partner schools abroad:
www.globalgateway.org.
Section 6. Making a poster
• to write simple words and phrases
using a model and some words from
memory (L4.4)
• to recognise that texts in different
languages will often have the same
conventions of style and layout (KAL)
End-of-unit activities
• to apply the knowledge, skills and
understanding in this unit
• When the posters are finished, allow children to present them to the class before
displaying them around the school.
• If the school has a French-speaking partner school, photographs of the posters can be
emailed or sent through the post.